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Putting the Development of Talents Among
Native American Youth on the National Agenda:
Future Directions for Research, Partnerships
and Practices Marcia Gentry, Ph.D. & Jennifer Richardson, Ph.D.
Matt Fugate, Enyi Jen, & Jiaxi Wu, Doctoral Students
Stacey Folyer, GERI Administrative Assistant
William Byers, M.Ed., Retired Educator
Purdue University
mgentry@purdue.edu
Never doubt that a small group of thoughtful,
committed citizens can change the world.
Indeed, it is the only thing that ever has.
--unconfirmed
Gentry et al., 2011 2
Addressing Needs
Intersecting Literature
Native American Studies (AI/AN)
Rural Schools
Gifted, Creative, and Talented Studies (N=20)
Underserved Populations
Culturally Responsive Practices
English Language Learners
Poverty
Special Needs (e.g., remedial, disability) Gentry et al., 2011 3
Native Americans in GCT Literature
Rarely addressed (See summary)
Little exists in recent years
Trend studies using NAEP data
Non-empirical
Lacks generalizability (a good thing?)
Frequently eliminated from large studies
due to small numbers (e.g., Excellence Gap)
Gentry et al., 2011 4
Gentry et al., 2011 5 (Yoon & Gentry, 2009)
“…an achievement gap exists at higher levels of
academic performance. The economically disadvantaged,
English Language Learners, and historically
underprivileged minorities represent a smaller
proportion of students scoring at the highest levels of
achievement…The presence of an excellence gap is
demonstrated both on national and state assessments
…the proportion of all students (including more
advantaged groups) that score at the highest level
constitutes a relatively small share of all students…”
The Excellence Gap (Plucker et al., 2010)
Gentry et al., 2011 6
Poverty
(Wyner et al. 2009)
3.4 million high-achieving students from low-income
families
Over time, they are less likely than their non-low income
peers to
Persist
Improve
Graduate HS
Attend college (or attend selective college)
Earn a bachelor’s degree
Achieve at highest levels Gentry et al., 2011 7
Gentry et al., 2011 8
(Wyner et al., 2009)
Gentry et al., 2011 9
Gentry et al., 2011 10
Gentry et al., 2011 11
Gentry et al., 2011 12
Comprehensive Continuum of Gifted Education
and Talent Development Services
Who are these children and how do we find
them?
Will HOPE Scale help?
More is better (services, identification, areas of
focus, efforts)
Strength-based is essential
General (GFAC) and GCT Services
Gentry et al., 2011 13
Setting an Agenda
AERA SIG: Research on Giftedness, Creativity
and Talent (priority)
Opportunity to set agenda and collaborate
Refine and update language and assumptions
Leverage resources and knowledge
Develop services
Create a research agenda that affects practices and
services in an important way
Gentry et al., 2011 14
Considerations:
Reading and Analysis of
Non-fiction framework (RAN)
A modification of the traditional KWL chart
developed by Tony Stead (Reality Checks:
Teaching Reading Comprehension with Non-
fiction, 2006).
KWL charts are limiting:
They do not sufficiently support the research
process
The do not take into account misinformation
Gentry et al., 2011 15
The Process
What we think we know
Assumptions that are believed to be true
Yes, we were right!
Confirmation of assumptions
Misconceptions
Assumptions that should be disregarded
Gentry et al., 2011 16
The Process
New Information
Additional information not stated in our
assumptions that should be considered
Wonderings
Important research questions raised based upon
the new information
Gentry et al., 2011 17
Your Task
In small groups, consider the assumptions
on your RAN charts:
Which are correct? Misconceptions?
What else should we consider?
What areas exist as potential partnerships
for future research?
Gentry et al., 2011 18
Assumptions: Talent Development
Talented youth exist among Native populations
Recognition, development, services, and
programs are needed to nurture these youth
More youth can achieve at higher levels that
current expectations indicate
specific considerations should be given to develop
spiritualistic, naturalistic, leadership,
visual/spatial, artistic, musical, creative problem
solving, and communication (naat' aanii) strengths Gentry et al., 2011 19
Assumptions: Talent Development
Programs and curriculum should be tied to
culture, and delivered according to learning
preferences and cognitive styles of the students
Group work and solving relevant problems should
be a focus
Early identification, enrichment programming,
and on-going identification should be done in a
variety of areas
Gentry et al., 2011 20
Assumptions: Culture and Traditions
Collective society
Matriarchal society
Respect for authority and elders
Traditions and cultural knowledge are important
to hand down to future generations
Oral traditions, ceremonies, and storytelling exist
and are important
Gentry et al., 2011 21
Assumptions: Culture and Traditions
Present, cyclical view of time is prevalent
Religion and spirituality are ways of life
Live in harmony with nature, non-materialistic
Patience and self-control are valued
Tribal leaders, spiritual leaders, and medicine
people are valuable community members
Gentry et al., 2011 22
Assumptions: Cognition and Learning
Public display of knowledge is not encouraged
(humility)
Cooperative and sharing
Anonymity
Non-competitive, non-aggressive
Watch, learn, then do
Practice, hands-on, participation
Gentry et al., 2011 23
Assumptions: Cognition and Learning
Spatial strengths
Simultaneous processing
Naturalistic, holistic views
Storytelling, auditory learning
Psychomotor, physical learning
Concern for accuracy over speed
Gentry et al., 2011 24
Assumptions: Communication
Soft, slow speech, quiet, few interjections,
delayed responses
Non-verbal communication emphasized
Indirect, non-verbal cues to speaker or listener
May be fluent in two or more languages
Introspective rather than questioning
Feelings unlikely to be openly expressed
Gentry et al., 2011 25
References Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for
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Indian and Alaska Native students. Washington, DC: OERI.
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72. Waco, TX: Prufrock.
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Education Statistics. Retrieved from http://nces.ed.gov/pubs2008/2008084.pdf
Faas, L. A. (1982, June). Cultural and educational variables involved in identifying and
educating gifted and talented American Indian children. Paper presented at the Gifted
Minorities Conference, Tuscon, AZ.
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development services: Discovering, developing, and enhancing young people’s gifts and
talents. Gifted Child Quarterly.
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References Grigg, W., Moran, R., and Kuang, M. (2010). National Indian Education Study - Part I:
Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP
2009 Reading and Mathematics Assessments (NCES 2010–462). National Center for
Education Statistics, Institute of Education Sciences, U.S. Department of Education,
Washington, D.C.
Hartley, E. A. (1991). Through Navajo Eyes: Examining differences in giftedness. Journal
of American Indian Education, 31 (1), 53-64.
Herring, R. D. (1996). The unrecognized gifted: A more humanistic perspective for
Indigenous students. Journal of Humanistic Education and Development, 35(1), 4-11.
Knutson, K. A., & McCarthy-Tucker, S. N. (1993, April). Gifted Education for Native
American Students: A State of Affairs. Roundtable presentation at the Meeting of the
American Educational Research Association. Atlanta, GA.
Lohman, D. F. (2006). Identifying academically talented minority students (Research
Monograph RM05216). Storrs, CT: The National Research Center on the Gifted and
Talented, University of Connecticut.
Mead, N., Grigg, W., Moran, R., and Kuang, M. (2010). National Indian Education Study
2009 - Part II: The Educational Experiences of American Indian and Alaska Native
Students in Grades 4 and 8 (NCES 2010–463). National Center for Education Statistics,
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References Montgomery, D. (2001). Increasing Native American Indian involvement in gifted
programs in rural schools. Psychology in the Schools, 38(5), 467-475.
Omdal, S., Rude, H., Betts, G., & Toy, R. (2010). American Indian students: Balancing
Western and Native giftedness. In J. A. Castellano & A. D. Frazier (Eds.), Special
populations in gifted education: Understanding our most able students from diverse
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Peterson, J. S. (1999). Gifted--through whose cultural lens? An application of the
postpositivistic mode of inquiry. Journal for the Education of the Gifted, 22(4), 354-
383.
Plucker, J. A., Burroughs, N., & Song, R. (2010). Mind the (other) gap: The growing
excellence gap in K-12 education. Bloomington, Indiana: Center for Evaluation and
Education Policy, Indiana University.
Plucker, J. A. & Callahan, C. M. (2008). Critical issues and practices in gifted
education (pp. 669-680). Waco, TX: Prufrock.
Peterson, J. S. (1999). Gifted—through whose cultural lens: A post-positivistic mode of
inquiry. Journal for the Education of the Gifted, 22, 345-383.
Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum Compacting: The
complete guide to modifying the regular curriculum for high ability students. Mansfield
Center, CT: Creative Learning Press.
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References Reis, S. M., McCoach, D. B., Coyne, M., Schreiber, F. J., Eckert, R, D., & Gubbins, E. J.
(2007). Using planned enrichment strategies with direct instruction to improve reading
fluency and comprehension: An evidenced-based study. Elementary School Journal,
108(1), 3-23. Renzulli, J.S., Gentry, M., & Reis, S.M. (2003) Enrichment clusters: A
practical plan for real-world, student-driven learning. Mansfield Center, CT: Creative
Learning Press.
Renzulli, J. S. & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide
for educational excellence. Mansfield Center, CT: Creative Learning Press.
Robinson, A., Shore, B. M., & Enerson, D. L. (2007). Best practices in gifted education.
Waco, TX: Prufrock.
Romero, M. K. (1994). Identifying giftedness among Keresan Pueblo Indians: The Keres
study. Journal of American Indian Education, 34(1), 35-58.
Sarouphim, K. M. (2002). DISCOVER in high school: Identifying gifted Hispanic and
Native American students. Journal of Secondary Gifted Education, 14(1), 30-38.
Sarouphim, K. M. (2004). DISCOVER in middle school: Identifying gifted minority
students. Journal of Secondary Gifted Education, 15(2), 61-69.
Tonemah, S. A. (1987). Assessing American Indian gifted and talented students’ abilities.
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Tonemah, S. A. (1991). Philosophical perspectives of gifted and talented American
Indian education. Journal of American Indian Education, 31(1).
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References Turner, S. L., & Lapan, R. T. (2003). Native American Adolescent Career Development.
Journal of Career Development, 30(2), 159-172.
Wyner, J. S., Bridgeland, J. M., & DiIulio, Jr., J. J. (2009). Achievement trap: How
America is failing millions of high-achieving students fromlower-income families (rev
ed.). Lansdowne, VA: Jack Kent Cooke Foundation and Civic Enterprises.
http://www.jkcf.org/news-knowledge/research-reports/
Yoon, S. & Gentry, M. (2009). Racial and ethnic representation in gifted programs:
Current status of and implications for gifted Asian American students. Gifted Child
Quarterly, 53, 121-136.
Gentry et al., 2011 30
Links
www.purdue.edu/geri
www.gifted.uconn.edu
www.hoagiesgifted.org
www.nagc.org
www.aeragifted.net
http://ceep.indiana.edu/mindthegap/
Gentry et al., 2011 31
Links
http://nces.ed.gov/nationsreportcard/pubs/studies/
2010462.asp
http://nces.ed.gov/nationsreportcard/pubs/studies/
2010463.asp
http://www.civicenterprises.net/pdfs/jkc.pdf
www.nationdeceived.org
Gentry et al., 2011 32
If we are to achieve a richer culture, rich in
contrasting values, we must recognize the
whole gamut of human potentialities, and so
weave a less arbitrary social fabric, one in
which each diverse human gift will find a
fitting place.
--Margaret Mead
Gentry et al., 2011 33
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